Instituto Politécnico de Viseu (PORTUGAL)
About this paper:
Appears in: EDULEARN15 Proceedings
Publication year: 2015
Pages: 6683-6692
ISBN: 978-84-606-8243-1
ISSN: 2340-1117
Conference name: 7th International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2015
Location: Barcelona, Spain
Mobile technologies are part of our daily lives and most of the new generations. Hernandez (2011) states that the organizational environment of our educational institutions, and the whole process of teaching and learning becomes too predictable, being too static and uninteresting to the characteristics of current students. We understand that it can not be limited to learning a unique context in which the teacher assumes the role of sole holder of knowledge supported by textbooks.

A wide range of information to which students have access, for example through mobile internet connection, which own or use with great ease. Assume that we are part of the knowledge society is risky, because there is still much to do to take advantage of the technologies in education.

The technological development that we live in the XXI century, in the area of ​​information and communication technologies (ICT) perspective an education supported by digital media, including the Internet, mobile devices, social networks, applications called Web 2.0, means that play a prominent role and are we as true of online learning networks, anywhere and anytime.

In this research we propose to study the potential of hybrid and personal learning environments in contexts of higher education, to promote reflection, collaborative work and content management among students. To this end we resort to an open access platform, SAPO Campus, developed at the University of Aveiro - Portugal (, but it provides a register and setup an online learning community and working groups.

For the development of network learning is necessary to believe that, "digital learning styles include fluency in new media, online communities, guided mentoring, video games, or collective reflection via blogs, podcasts, wiki's, Flickr, Twitter, and other forms of social Media. Effective online learning design shouldn't provide engaging content which allows the pupil to draw connections between the context of the learning objectives while utilizing various forms of social media "(Baird 2006: s / w).

Attwell (2007) reveals that the PLE provide a new approach of using technologies for learning (cit inCabero-Almenara, Osuna et al. 2010). Adell and Castañeda (2010) suggest that PLE are "set of tools, information sources, connections and activities that each person uses assiduously to learn" (cit inCabero-Almenara, Osuna et al. 2010).

This qualititativo-driven research refers to research-action methodology and is being developed at the Polytechnic Institute of Viseu, in the School of Education in the school year 2014/2015. The participants are students of the Bachelor of Social Education and Basic Education Degree. As data collection techniques we will use a Interaction Analysis Model for Online Communities (Miranda-Pinto, 2009) in order to assess the participation of each student on an individual perspective and self-reflection on participation in this community.

The first collection and processing of data reveals interesting findings in terms of self-learning, such as the proper time management in carrying out activities and greater motivation for participation.
Personal Learning Environments, Hybrid Learning Environments, Web 2.0, Technologies in Education, Mobile Technologies.